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GCE

Biology Advanced Subsidiary GCE

Unit F212: Molecules, Biodiversity, Food and Health

Mark Scheme for June 2013

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. OCR will not enter into any discussion or correspondence in connection with this mark scheme. © OCR 2013

F212 Mark Scheme June 2013

1

Annotations

Annotation Meaning

Correct answer

Incorrect response

Benefit of Doubt

Not Benefit of Doubt

Error Carried Forward

Given mark

Underline (for ambiguous/contradictory wording)

Omission mark

Ignore

Correct response (for a QWC question)

QWC* mark awarded

CON a correct response is associated with a piece of clearly incorrect science within the same statement and award no mark

*Quality of Written Communication Subject-specific Marking Instructions For questions in which the command word is ‘suggest’ ignore incorrect responses and credit a correct response wherever it occurs Accept phonetic spellings unless otherwise indicated All marks are stand-alone unless otherwise stated in Additional Guidance For ‘idea of’ marking points a wide range of wording is acceptable. The mark is to be awarded for the idea.


2

Question Answer Marks Guidance

1 (a) (i) primary structure ;

1 ACCEPT 1o structure IGNORE polypeptide

1 (a) (ii) NH2 at one end ; COOH at opposite end ; C in centre (of a single amino acid) bonded

(separately) to one R and one H ;

3 If R group not shown as ‘R’ then award max 2 (as general structure asked for in Q)

IGNORE labels ACCEPT displayed structure of NH2 / HNH ACCEPT displayed structure of COOH if correct double bond

shown AWARD only if the candidate has drawn a single ‘amino acid’

molecule

1 (b) (i) strength / toughness / insolubility ;

1 Mark the first answer. If the answer is correct and an additional answer is given that is incorrect or contradicts the correct answer then = 0 marks ACCEPT strong / tough IGNORE flexible / inelastic IGNORE withstand pressure

C H2N COOH

R

H


3

Question Answer Marks Guidance 1 (b) (ii)

1

2

3

4

5

6

7

8

9

10

11

peptide bonds , between amino acids / in

polypeptide ; every 3rd amino acids is , same / glycine ; coil / twist / spiral / helix ; left-handed (helix) ; glycine / small R group , allows closeness /

twisting (of polypeptide chains) ; three polypeptide chains ; hydrogen / H , bonds between (polypeptide)

chains ; no / few, hydrophilic (R) groups on outside (of

molecule) ; (adjacent molecules joined by) crosslinks ; crosslinks / ends of molecules , being

staggered ; fibril ;

6 One molecule of collagen is 3 polypeptide chains twisted around each other.

CREDIT annotated diagrams unless contradicted by text 2 ACCEPT high proportion of / 35% , glycine / same amino acid 3 CREDIT in context of single polypeptide or 3 polypeptides but

DO NOT CREDIT ‘α-helix’ in the context of a single polypeptide 3 IGNORE wound 4 ‘α-helix, which is left handed’ – AWARD mp4 but DO NOT

CREDIT mp3 7 Must be in correct context 7 DO NOT CREDIT H+ / H2 bonds 9 ACCEPT covalent bonds between adjacent molecules 9 DO NOT CREDIT in context of bonding between 3 polypeptides 9 IGNORE disulfide 11 IGNORE micro


4


1 (c) (i) transport / AW , of, oxygen / O2 ;

1 Mark the first answer. If the answer is correct and an additional answer is given that is incorrect or contradicts the correct answer then = 0 marks ACCEPT buffering blood / carrying CO2 / storing oxygen IGNORE binding oxygen IGNORE Iron

1 (c) (ii)

1

2

3

4

5

6

haemoglobin (has / is): globular ; hydrophobic (R) groups on inside / hydrophilic

(R) groups on outside ; 4 , chains / sub-units / polypeptides ; idea that subunits are (two) different types ; α / alpha , helix ; idea that proportion of glycine similar to that , of other amino acids / in other proteins ;

3 IGNORE prompt lines – mark as prose but max 2 if an incorrect statement about haemoglobin is given

IGNORE statements about collagen even if incorrect, answers must refer to haemoglobin

1 IGNORE not fibrous / ball shaped 3 IGNORE strands / molecules / proteins 4 ACCEPT in haemoglobin the subunits are not all the same 3&4 “two alpha and two beta chains” = 2 marks (mp 3 and 4) 5 ACCEPT a-helix 6 ACCEPT wide(r) range of amino acids IGNORE refs to Fe (as part of prosthetic group)

Total 15


5


2 (a) enzymes ;

1 IGNORE protein / catalysts ACCEPT enzymic

2 (b) (i) 1 2 3

similar, shape / structure ; example of similarity ; both , will fit into / complementary (shape) to /

bind to / bond to , active site (of alcohol dehydrogenase ) ;

3 1 IGNORE same shape 1 ACCEPT ‘ethanol same shape as part of DEG’ 2 IGNORE they contain C, H and O 2 IGNORE the end is the same 2 ACCEPT e.g. they both have OH 2 ACCEPT similar parts identified on diagram if they are clearly

indicating an example of similarity 3 ACCEPT implication of both 3 IGNORE attach / enter 3 IGNORE both will form ESC (with alcohol dehydrogenase)

2 (b) (ii) 1 2 3

(ethanol) competes with DEG ; ora (when at high(er) concentration) ethanol more

likely to , collide with / bind to / bond to , active site ; ora

less , DEG breakdown / toxic product ; ora

3 1 ACCEPT ethanol / DEG , is , a competitive inhibitor 2 ACCEPT ‘ethanol more likely to form ESC’ 2 ACCEPT implication of ‘more likely’ from context 2 IGNORE attach / enter 3 ACCEPT DEG product is diluted 3 ACCEPT no DEG breakdown IGNORE ‘you will drink less of it’

Total 7


6


3 (a) (i) B and C ;

1 Both need to be given for the mark to be awarded. DO NOT CREDIT if A also given.

3 (a) (ii) (involved) after , pathogen / AW , has entered the body ;

1 IGNORE ref to primary defence without the clear idea that the pathogen has entered the body

IGNORE refs to mechanisms of action, e.g. ‘phagocytes do not make antibodies’

ACCEPT attacking foreign bodies after they have passed through the skin

3 (a) (iii) (phagocytes) able to, digest / break down / engulf /

target / deal with, a range of / many different , pathogens ; ora

1 ACCEPT bacteria or virus as synonym for pathogen if the idea of a variety is clearly present

ACCEPT phagocytes can break down any pathogen ACCEPT phagocytes do not have (antigen-)specific receptors IGNORE phagocytes do not make memory cells IGNORE antigen if used as synonym for pathogen

3 (a) (iv) 1 2 3 4

lobed / narrow , nucleus ; (cells) can change shape ; can squeeze / move / fit / AW , between cells

/ through pores , in (walls of) capillaries ; histamine makes , capillary walls /

endothelium , leaky ;

2 2 ACCEPT in context of cell or nucleus 2 ACCEPT cells , are plastic / have flexible structure / have

flexible membrane 2 IGNORE squashable / stretch 3 ACCEPT holes / gaps / fenestrations


7


3 (a) (v)

1

2

3

4

5

6

7

8

9

10

(pathogen) engulfed / enveloped / surrounded

by cytoplasm (from phagocyte) ; endocytosis / phagocytosis ; (formation of) phagosome / phagocytic

vacuole / phagocytic vesicle ; (phago) lysosomes ; (lysosomes / phagosome) move towards /

fuse with (each other) ; (named) enzyme(s) / lysins / hydrogen

peroxide / free radicals (in lysosomes) ; (pathogen) digested / broken down /

hydrolysed ; (to) amino acid / sugar / glucose / fatty acid /

glycerol ; (break down products) absorbed / AW (into

cytoplasm) or unwanted products removed (by exocytosis) ; cytoskeleton involved in (endocytosis /

movement of vesicles) ;

6 ACCEPT phonetic spellings throughout 1 ACCEPT ‘pseudopodia / cytoplasm / cell membrane , extend

from phagocyte’ 1 DO NOT CREDIT eaten. ACCEPT ingested 3 CREDIT in correct context only

5 ACCEPT attracted to / joins 7 IGNORE destroyed / broken up / killed

9 IGNORE refs to antigen presentation 9 ACCEPT enter cytoplasm

QWC key points in sequence ; 1 Award if the following mark points have been awarded: mp 1 or 2 followed by mp 6 or 7


8


3 (b) (i) Mycobacterium /M. tuberculosis / M. bovis ;

1 ACCEPT phonetic spellings IGNORE case of initial letter No need to underline

3 (b) (ii) droplets (containing pathogen) ; (released by) coughing / sneezing ; inhaled by (uninfected) , individual / AW ;

2 IGNORE airborne IGNORE laughing / talking / kissing / breathed out


9


3 (c) (i)

1

2

3

4

5

6

in both years incidence (of TB) , decreases /

AW , as income , increases / AW ; ora no change in, low / lower middle, (income

groups) ; increase in upper middle (income group) ; decrease in high (income group) ; idea of overall very little change between

2000 and 2008 ; calculated difference in figures with units to

support points 3 to 5 ;

3 Mark points 1-5 cannot be inferred from figures 1 ACCEPT ‘incidence is higher in low income group and lower in

high income group, in both years / always’ 3 ACCEPT upper middle less in 2000 4 ACCEPT high (group) more in 2000 6 ACCEPT any increase or decrease e.g., high group has gone

down by 3 per 100000 6 ACCEPT also 10% increase in upper middle group 17.6% / 18% , decrease in high income group 1% / 1.3% , increase overall high income group in 2008 is , 82.4% / 82% / 0.824 / 0.82 ,

of original value 6 IGNORE 0% increase in low / lower middle income groups There is no need to refer to years as only 2 are shown


10


3 (c) (ii) 1 2 3 4 5 6 7

overcrowded / AW (living space) ; poorly ventilated (living space) ; poor diet / malnourished ; poor health ; homelessness ; idea that more likely to consume , meat / milk,

from infected cattle ; idea of vaccination / medical treatment , more

difficult to access ;

3 IGNORE prompt lines and mark as prose 1 ACCEPT cramped 4 ACCEPT poor immune system 4 IGNORE hygiene / standard of living 7 CREDIT healthcare more expensive 7 ACCEPT poor healthcare 7 IGNORE less aware of the risks

Total 21


11


4 (a) (i) species number of individuals

(n) n/N (n/N)2

3 Award 3 marks for the correct answer (0.6366) If answer is incorrect:

IGNORE numbers in first 4 rows ‘N = 100’ = 1 mark Σ(n/N)2 ALLOW ecf for correct calculation from candidate’s incorrect N value 1-(Σ(n/N)2) ALLOW ecf for correct calculation from candidate’s Σ(n/N)2

value Answer must be given to 4 dp for ecf

Dog’s mercury

40 0.40 0.1600

Wild strawberry

13 0.13 0.0169

Common avens

43 0.43 0.1849

Wood sorrel

4 0.04 0.0016

N = 100 Σ(n/N)2 = 0.3634

1-(Σ(n/N)2) = 0.6366 ; ; ;

4 (a) (ii) species richness number of species (in an area / habitat) ; species evenness number of / how many, individuals there are of,

each / every, species (in an area / habitat) ;

2 IGNORE organisms / abundance / quantity / variety DO NOT CREDIT amount ACCEPT ‘organisms’ as AW for individuals CREDIT relative abundance of (each) species / population size of

each species IGNORE relative abundance of, a / one, species DO NOT CREDIT amount


12


4 (a) (iii) (habitat) dominated by, one / few / AW, species ; change in one species , likely to affect whole

habitat / AW ; community / ecosystem / habitat / area , is

unstable / not able to withstand change / easily damaged ;

2 ACCEPT high number of one species IGNORE environment / biodiversity as AW for community IGNORE the community / AW will be damaged

4 (b)

1

2

3

4

5

idea of random sampling ; standardisation of technique ; use of, key/identification chart ; survey at different , times of year / season ; include , trees / species larger than quadrat ;

2 IGNORE prompt lines and mark as prose 1 ACCEPT description of randomisation method 2 ACCEPT description of standardisation method 2 ACCEPT count the same way each time 4 IGNORE ‘repeat’ unqualified 4 IGNORE different times of day / different times

Total 9


13


5 (a) (i)

X cytosine / pyrimidine ;

Y nucleotide ;

2 Mark the first answer on each prompt line. If the answer is correct and an additional answer is given that is incorrect or contradicts the correct answer then = 0 marks X ACCEPT nitrogenous base / organic base X IGNORE C

5 (a) (ii) at least one line between all opposite bases ; two lines between A and T and three lines between both

instances of C and G ;

2 IGNORE bond labels / H / O / δ+ / δ- Bases on left strand do not need to be labelled but CON this mark if incorrectly labelled

5 (a) (iii) polypeptide ;

ribosome ;

2 ACCEPT protein

5 (a) (iv)

(usually) single stranded / would not have 2 strands ; uracil / U, instead of thymine / T ;

2 Mark the first answer on each prompt line. If the answer is correct and an additional answer is given that is incorrect or contradicts the correct answer then = 0 marks

IGNORE shorter ACCEPT only one backbone DO NOT CREDIT incorrect spelling of thymine with ‘a’ IGNORE difference in sugar as on the diagram ribose

and deoxyribose would appear the same

5 (b) (i)

one strand, from original DNA and one strand newly formed ; an , (original) strand / polynucleotide , acts as template (for new strand) ;

2 ACCEPT one old and one new strand ACCEPT each strand is copied


14


5 (b) (ii) (DNA) can be replicated without error / same sequence of nucleotides is produced ;

reduces occurrence of mutation ; allows (re-)formation of , hydrogen / H , bonds ;

2 ACCEPT formation of identical DNA ACCEPT same / correct , order / sequence , of bases This mark point is for the correct use of the term

‘mutation’ and does not imply without error. ACCEPT prevents mutation DO NOT CREDIT H+ / H2 bonds

5 (c) (i) horizontal band drawn in tube R1 clearly higher than band in 15N tube and clearly lower than band in 14N tube ;

1 DO NOT CREDIT if more than one band drawn IGNORE thickness of bands and whether bands are

shaded DO NOT CREDIT if there is any overlap with a band

in another tube

R1 R2 DO NOT CREDIT if more than two bands drawn IGNORE thickness of bands and whether bands are

shaded

5 (c) (ii) one band (in R2) clearly at the same height as that in tube R1 and one band (in R2) clearly at the same height as that in the 14N tube ;

1


15


5 (d) same concentration of sugar (solution in each tube) ; same volume of, mixture / solution / sugar solution (in each

tube) ; spin (all tubes) at same , speed / acceleration ; spin (all tubes) for same (length of) time ;

3 IGNORE prompt lines - mark as prose IGNORE amount throughout IGNORE mass IGNORE mass IGNORE volume , of sugar / DNA extract ACCEPT tubes spun at constant speed IGNORE temperature / pH IGNORE mass of DNA

Total 17


16


6 (a) (i) range / variety / number , of species (in an area) ; range / variety of, habitats / ecosystems ; variety of , alleles / genes ;

2 IGNORE amount throughout ACCEPT a combination of species richness and species evenness ACCEPT abundance IGNORE organisms ACCEPT number of habitats

6 (a) (ii)

1

2

3

4

5

part of (local) food , chain / web ; tourism ; native species / idea of heritage of the area ; to protect a neighbouring red squirrel

population ; idea that Northumberland red squirrel

population is nationally significant ;

2 IGNORE prompt lines and any reference to biodiversity CREDIT a correct response anywhere in the answer IGNORE unspecified refs to ethical, aesthetic or economic 1 ACCEPT keystone species 3 ACCEPT native to UK 5 e.g. Northumberland has significant proportion of total

population so loss of this population might jeopardise all British squirrels

IGNORE refs to genetic resource as no suggestion that this

population is distinct from red squirrels elsewhere.


17


6 (a) (iii) idea that: it is wrong to interfere with nature ; it is wrong to kill animals ; grey has (as much) right to live there (as red) ; idea that might be useful in the future / enjoyed by

future generations ; grey will be part of food chain ;

1 ACCEPT qualified refs to , moral / ethical / religious , reasons IGNORE it’s wrong to play God ACCEPT it is cruel

6 (b)

1

2

3

4

5

6

idea that: harder to see ; ora (harder to see because) more timid /

frightened of people / spend less time on ground / smaller ; ora

species may be wrongly identified ; grey squirrels more likely to visit gardens / parks / public areas ; ora people are more inclined to report grey

sightings ; ora AVP : ora

2

IGNORE prompt lines and mark as prose CREDIT correct response where seen 1 ACCEPT ‘they remain hidden’. IGNORE ‘they may be hiding’ 2 IGNORE ‘they may be hiding’ 6 ACCEPT grey squirrels might be less camouflaged (so easier

to see) 6 ACCEPT red squirrels might be (more) nocturnal / AW 6 IGNORE squirrel species hard to distinguish / same individual

counted more than once


18


6 (c)

1

2

3

4

size (of development) ; idea of environmental sensitivity / which

species present / which habitats present , in the area ;

potential damage (to area / organisms) ; idea of potential strategies to minimise

impact ;

3 IGNORE prompt lines and mark as prose IGNORE refs to benefits of development Answers should be given in terms of assessing aspects of the development. 1 ACCEPT ‘how big will it be?’ 2 ACCEPT e.g. ‘what lives there?’ / ‘whether a rare species live

there’ ‘whether red squirrels live there’ / ‘the biodiversity of the area’ / is it an SSSI? / species richness

3 ACCEPT e.g. ‘how much damage will it do?’ / effect on

ecosystem / how much it would be destroyed / how many organisms will it kill?

4 ACCEPT e.g. ‘what can be done about it?’ / possible change

to reduce impact 4 Must be a general statement 4 IGNORE stated example without the general idea

Total 10


19


7 (a) (i) idea of if one susceptible to, this / the disease, all likely to be ;

1 DO NOT CREDIT if the response is referring to diseases in general

7 (a) (ii) 1

2

3

4

5

environment / environmental factor ; (variation in) weather conditions / temperature ; rainfall / soil water content ; soil , (named) mineral / nitrate , content / AW ; (named) biotic factor (might vary) ;

2

2 ACCEPT climate 3 IGNORE ‘availability of water’ unqualified 4 IGNORE nutrient 4 ACCEPT mineral availability / amount of fertiliser added 5 e.g. number of pests / competition from other plants / disease

7 (a) (iii) mutation ; 1

ACCEPT deletion etc. IGNORE (named) mutagenic agent


20


7 (b) 1 2 3 4 5 6 7 8 9

cross / breed, with disease resistant variety ; method to test offspring for disease resistance ; select , best offspring / offspring with

resistance ; (inter)breed, offspring with resistance / best

offspring ; (continue process) for (many) generations ; idea of avoid breeding, closely related / AW , individuals to preserve genetic diversity ; ora (regularly back) cross with, wild variety ; idea of preserving rare varieties in case they

are needed in the future ; AVP ;

6 If a candidate describes resistance as immunity DO NOT CREDIT the first time it is seen but apply ECF thereafter 1 ACCEPT make two disease resistant individuals reproduce 1 IGNORE crossbreed two best individuals 2 ACCEPT general statement or example e.g: ‘germinate seeds, expose to disease, see if die’ 3 ACCEPT seeds / tubers / potatoes 3 IGNORE children / babies 5 IGNORE many years 6 ACCEPT avoid , inbreeding / inline breeding 6 ACCEPT ‘maintain genetic diversity by breeding with plants

from different field / area’ 6 ACCEPT breed with different varieties to widen the gene pool 8 ACCEPT use of seed bank to preserve range of alleles 9 e.g, ref. to marker assisted selection / detail of pollination

method / prevention of self-pollination / asexual reproduction of desired variety

QWC ; 1 Award if the answer has been given one mark from marking points 1–5 and one mark from marking points 6–8

Total 11


21


8 (a)

1 2

3

4

5

Echiniscus ; order ; phylum ; Animalia ; Eukaryota ;

5 Mark the first answer on each prompt line. If the answer is correct and an additional answer is given that is incorrect or contradicts the correct answer then = 0 marks ACCEPT phonetic spellings 1 Initial letter must be upper case 2 ACCEPT super family / epifamily 4 ACCEPT animals 4 IGNORE case of initial letter 5 ACCEPT eukaryotes / Eukarya / eukaryotic 5 IGNORE case of initial letter

8 (b) 1

2

3

4

5

(phylogeny is) evolutionary relationships (between organisms) ;

(phylogeny is study of) closeness of

(evolutionary) relationships ; phylogeny is basis of / used in , natural /

scientific / modern, classification ; idea that the closer the (evolutionary or

genetic) relationship the closer the (taxonomic) grouping ;

correct use of example ;

3 1 IGNORE ‘evolution’ without further qualification 1&2 phylogeny is the closeness of evolutionary

relationships = 2 marks 1 ACCEPT phylogeny is evolutionary history 3 ACCEPT new 3 IGNORE related to classification 4 ACCEPT ref to recent common ancestors as AW for close

relationship 4 ACCEPT named taxonomic group for ‘grouping’ 4 ACCEPT ‘if the DNA is very different then the group is not the

same’ 5 e.g. gorillas and chimpanzees (closely grouped)


22


8 (c) too small to see ; (unable to see them) until invention of microscope / development of suitable viewing apparatus / AW ; only 0.3mm in length ;

2 ‘can only be seen under microscope’ = 1 mark (mp1) IGNORE ‘can’t see it’ without the idea of size, e.g.

can’t see it clearly = 0 marks, can’t see its features = 0 marks

ACCEPT implication of being too small to see, e.g. ‘you need a microscope to see them’ = mp1 ‘people couldn’t see them in the past because we didn’t

have microscopes’ = 2marks (mp1 and mp2) IGNORE type of microscope if stated ACCEPT ‘magnifying glass’ ACCEPT ± 0.1 mm

Total 10


23

Mark Scheme Conventions The following conventions appear in the Mark Scheme 1. Bracketed words. The words in brackets are there to ‘set the scene’ and indicate the context in which the answer is expected. They do not

need to appear. Award the mark as long as the statement in the brackets is not contradicted. 2. Solidus /. A solidus indicates alternative ways that a mark might be gained for a given Mark Point. 3. Use of the comma in a mark point. This indicates that some information from either side of the comma or commas is needed. It is used in

conjunction with the solidus. In some cases the Guidance column may indicate examples of wording or terms that are acceptable (ACCEPT) or that should be ignored

(IGNORE). In the case of IGNORE read on to see if something creditworthy appears later in the response. 4. Underlining.

solid underline. The word or part of word underlined is required but minor mis-spellings are acceptable as long as the word is phonetically the same

wavy underline. This indicates that whilst the word underlined is not precisely needed, alternative responses need to be closely related in meaning or be a clear description.

5. idea of. This is used as a prefix to marking points where there may be a fairly wide range of responses which cover the essence of the

required response. This often requires examiner judgement. These often, but not exclusively, appear in questions such as those related to environmental or health issues.

6. ORA: ‘or reverse argument’ In cases where candidates could be credited for having described a process from the opposite point of view, ora

is sometimes used on a mark scheme to save space. For example, in question 6(b) the question could be answered from the point of view of why red squirrels are hard to see or why grey squirrels are easy to see.

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